[{"_1":2,"_124":-5,"_125":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88,100,112],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6643092,"mediaKeyId","2532596-2408b27ea410e9c6945bc7f7c1e66646","parentId",2532596,"title","Board discusses accelerating realignment to move sixth grade into middle school; staff report logistics and support plans","audioSeconds",1421,"startMs",5979000,"endMs",7400000,"viewUrl","/Search/View?dp=1&key=2532596-2408b27ea410e9c6945bc7f7c1e66646&start=5979&end=7400","thumbnailUrl","https://assets.pipeline.soar.com/2532596-2408b27ea410e9c6945bc7f7c1e66646/thumbnail_5979000.jpg","articleUrl","/articles/6643092/Pennsylvania/Board-discusses-accelerating-realignment-to-move-sixth-grade-into-middle-school-staff-report-logistics-and-support-plans","mediaUrl","https://secure.pipeline.soar.com/6643092-2eedbbc12383ff968bb50fba7e09a4fe/orig.mp4?Expires=1771200023&Signature=gPUn109~WDDTdaRKWgEab0jp1nl8nTc58Tz7ZFw920FAXS3zu6xcPUMODEim55FogboECdAC9bzESGoOPj~aEuW4DbJFLmAyNFll2uGTdx2gWMMGe9VYlpk9cM4h7OETPsdT9rGtznD~9qPqB~d5egjuM1nsxJiEvTcAsWzh2HDAzresR~BprF39ELEE1JDQRvoL9YRtmRQY2Pvygp2ZV6hXrogUG5MYLeIN5ZMFCW2IBzFnYbcBKhJwlas9DzabXGmuCIdBaJ9hlrkygL-aamBYof0b2hSV2RtxMH-YR8HiJz4pMxtGpLLRaP10409Rz~3ikSPXVEb1cCSsKX7fLg__&Key-Pair-Id=KUT5TJCACFTXG","author","Octorara Area School District","date","2025-03-11T01:17:15.613Z","article","District leaders said they plan to recommend realignment that would shift sixth graders into the middle school for the coming school year unless the board objects, and they described logistics, staffing and facility work required to implement the change.

Dr. Lee said the administrative team completed the final staff conversations and intends to recommend moving forward: “it is my plan is to recommend that we are going to do this, unless I hear something from the board tonight that says, you know, maybe we're not ready for this.” He told the board the district has prepared a transparent staffing process to treat employees equally, and that principals and staff had been involved in planning execution steps.

Administrators identified ancillary needs that surfaced during stakeholder discussions, including playground replacements flagged by the insurance company, heating/ventilation work, classroom moves and the need to hire supplemental movers or arrange additional support. Officials estimated some moving and preparation costs but said they expect a chance to “break even” once savings and expenses are tallied; they recommended providing paid time for teachers to pack and prepare classrooms (with a July 1 target for readiness).

Adam Dennis, describing the middle school model, said the plan will organize students into small learning communities of roughly 75–80 students per cohort, keep sixth-grade cohorts separate from older grades for lunches and electives, and minimize day-to-day interaction between middle school students and high school students. He said the model aims to ensure students are consistently supported by a team of teachers and that information flow and communication will improve because teacher teams can mass-communicate about cohort needs.

Board members voiced a mix of support and concerns. Some members said staff and principals have indicated the benefits outweigh the disruption; others pressed for clear timelines, exact moving-cost estimates and parent outreach to address family concerns. Administrators said a staffing plan and further details would be presented next week, and urged that a decision be made promptly to meet summer construction and packing timelines.

Ending: The board did not take a final vote at the work session. Administrators will present a staffing plan, cost estimate and communications plan at the next meeting and asked the board to consider approving realignment on a near-term schedule to allow contractors, moves and building work to be scheduled over the summer.","mediaType","Video","parentTitle","Octorara Area School Board Work Session 3-10-2025","oneSentenceSummary","After a months-long study, district leaders told the board they plan to recommend moving sixth grade into the middle school sooner than originally scheduled, citing staff support and educational benefits; the board asked for staffing plans, cost estimates for moves and communication to families.","taxTitle","Octorara Area SD, School Districts, Pennsylvania","taxId",46551,"location","Pennsylvania","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6643096,"Board debates whether to continue expanded summer literacy and math programs amid $500,000 cost and uncertain impact",1006,4501000,5507000,"/Search/View?dp=1&key=2532596-2408b27ea410e9c6945bc7f7c1e66646&start=4501&end=5507","https://assets.pipeline.soar.com/2532596-2408b27ea410e9c6945bc7f7c1e66646/thumbnail_4501000.jpg","/articles/6643096/Pennsylvania/Board-debates-whether-to-continue-expanded-summer-literacy-and-math-programs-amid-500000-cost-and-uncertain-impact","https://secure.pipeline.soar.com/6643096-dad90654e8a1018ff7b9416f14b18b25/orig.mp4?Expires=1771200023&Signature=oXRLGYexJ03LBPZTHc8bEVb0tSUYxJ9o8wXEEPCIUFsCr79E9Ua~Vc9rCfd-MfV5QHCmqcFQGfveWND6rC36mT8gGi44IuoQuWm9T2p~cWFYaz4hSms7qONoiar~xFP953JRWzWPaPC5dcP10amqee1~Cp6q9JCLvT0BhX1mOTJzRHrUkJDfdfOEpXC4hw1W44EnCHjL~-RVV4kibIhGuk8CLmklnTspYcBM00DCtklZblvlJt~6pfjHpax3cfyFkfVokUZhSHvbeeVj42ovdZvwGVbJhPcTsuG7i-jGrigOAZJg0cam~0FVshN~0cVlGQTLBJkfXJCXfMqm22KvcA__&Key-Pair-Id=KUT5TJCACFTXG","District leaders told the board that summer literacy and math programs were originally designed to support students with learning needs but expanded during COVID with federal learning-loss dollars; the district spent roughly $500,000 on summer programming last year and must decide whether to continue the expanded model.

Administrators said the original purpose of the summer literacy and math program was to support struggling students with targeted, small-group instruction that aligned to in-year learning and to provide enrichment activities. One administrator said: “The purpose of the summer literacy and math program, historically was to support students who were struggling to give them that additional summer, instruction in reading and math, and also provide some other activities to make it a little less like school and a little more enjoyable.”

The board discussed whether the current offerings had drifted toward a broader, less-targeted model — effectively functioning for some families as a low-cost childcare option — and asked for evidence of academic benefit. Administrators acknowledged some drift during the federal-funded expansion and said the intent had remained academic, though the mix of activities changed over time.

Administrators outlined cost drivers: transportation/hub busing raised costs significantly; last-year scale included staffing, materials and transportation. The board heard that ESY (extended-school-year) special-education services are legally mandated and would continue; nonmandated literacy/math summer programming requires a budget decision and a prompt recommendation so programs can be planned.

Clarifying numbers provided in the meeting: about $500,000 spent on summer programs last year; ESY invite acceptance rate historically about 40% (i.e., roughly 40% of invited ESY students attend); historical summer-program attendance in some years reached about 200 students. Board members asked for evidence of measurable growth for participating students and for breakdowns of how many tier 2/tier 3 students would be eligible in each school; one building-level breakdown cited kindergarten tier 2+3 = 44, first grade 60, second grade 48 (ELA counts for that building), and another school reported fourth-grade tier 2 = 36 and tier 3 = 4 (ELA counts for that building). Administrators said exact district totals would be calculated.

Administrators said they would return with a recommendation, likely within a week, to allow planning and vendor contracting if the board chooses to continue an expanded model.

Ending: The board did not vote; members requested data on student outcomes, detailed cost breakdowns (transportation, staffing, materials) and a clear plan for targeting the program to students who would benefit most before deciding whether to fund an expanded summer program.","Administrators told the board summer literacy and math programs historically targeted struggling students but cost about $500,000 last year; the board asked for data on program effectiveness and student-level participation before deciding whether to maintain the expanded model.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6643101,"External coaches present staff and stakeholder survey results; district to use scorecard to guide priorities",973,2608000,3581000,"/Search/View?dp=1&key=2532596-2408b27ea410e9c6945bc7f7c1e66646&start=2608&end=3581","https://assets.pipeline.soar.com/2532596-2408b27ea410e9c6945bc7f7c1e66646/thumbnail_2608000.jpg","/articles/6643101/Pennsylvania/External-coaches-present-staff-and-stakeholder-survey-results-district-to-use-scorecard-to-guide-priorities","https://secure.pipeline.soar.com/6643101-221f7b20318bd045ac2da3767eec501b/orig.mp4?Expires=1771200023&Signature=g5bJAL5XB29vNU3uRUGhVXX5Nl7JAimklDseetqfdj4f0pyskXKf-5T3eo3mWUXhxB2L8Pq2Hj~Zfmci6mtR1zwqy73VSriqBomFchYUHYbabFlJj9qsNBDHS5poWPq62vEbMiSRdcNs1Wwrdf~riBKgC-DlcpwY0CkZlXNB2ggCGtallVSVD1e4PylwGIIWEVpIOlMReckg6VOjMy7pPv9-PjJUDlwXKOBIB~lemFaqOZ9BafJ1lHRDPeN7mvxQ~xPgn0AoLIXQ-515dq-z5jRBfowN9j5EBnTtw3ZyIFl-nrAxXvnKMDGRm9O~AUFJPnsaxF7RiLjbDQkPOzoykA__&Key-Pair-Id=KUT5TJCACFTXG","The board heard a presentation from Studer coaches, including Dr. Carlita King, describing a coaching scope of work with the district and the results of an engagement survey administered in February.

Dr. King explained Studer’s role as a consulting coach organization that focuses on culture, leadership and strategy. She said the goal is to “create great places to work, learn, and succeed,” and described a coaching approach that helps leaders develop data-focused conversations, identify bright spots, reduce initiative fatigue and create sustainable systems.

The district reported survey participation numbers: 729 students, 533 parents and 61 employees. Administrators distilled results into strengths and opportunities. For students the top-rated items included enjoyment of specials and electives and a belief that “my learning is important at my school,” while lower-rated items included perceptions of school cleanliness, a student response that they “like going to school each day” (one of the lower-scoring items) and student-to-student respect.

Parent strengths included feeling treated with respect and a belief that children have necessary classroom supplies; parent opportunities centered on receiving positive contact from school and being updated on student learning. Employee strengths included a belief that work positively impacts those served and that immediate leaders care about staff welfare; employees rated organizational communication and allocation of resources as areas needing improvement.

Administrators said survey findings will feed a district scorecard to track leadership behaviors and goals, and that action steps will be built immediately while some goals may be finalized next year after follow-up surveys. Dr. King and district leaders said the approach emphasizes coaching for executive leadership first and building to building-level supports.

Ending: Studer will continue coaching, return in May for on-site work and help the district translate survey data into targeted action steps and a scorecard for ongoing monitoring.","Studer coaches briefed the board on leadership development work, engagement surveys and next steps; district officials said surveys reached 729 students, 533 parents and 61 employees and identified strengths and opportunities to guide a newly created district scorecard.",{"_33":101,"_35":36,"_37":38,"_39":102,"_41":103,"_43":104,"_45":105,"_47":106,"_49":107,"_51":108,"_53":109,"_55":56,"_57":58,"_59":110,"_61":62,"_63":64,"_65":111,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6643106,"District presents PSSA trends, MAP-growth plans and curriculum changes as part of K–8 achievement strategy",654,1760000,2414000,"/Search/View?dp=1&key=2532596-2408b27ea410e9c6945bc7f7c1e66646&start=1760&end=2414","https://assets.pipeline.soar.com/2532596-2408b27ea410e9c6945bc7f7c1e66646/thumbnail_1760000.jpg","/articles/6643106/Pennsylvania/District-presents-PSSA-trends-MAP-growth-plans-and-curriculum-changes-as-part-of-K8-achievement-strategy","https://secure.pipeline.soar.com/6643106-049429af5d757c37117338558de68c63/orig.mp4?Expires=1771200023&Signature=AQXiEdqoxxwPtFp7EZYKlU48GgFlbPTUSj7X7jeG7KrV5ufP6-M1KrbouQR~3-qw-Nf8iO86AkJJBujU4qIK9CU5PqNhcrw2RWRDyoyW9w3g5~xAbj7xHBr6-I6sxER8mWGEkfO6OZm1CYrEVzMNHb1z8WxKOyvSeukhFDmzfBcANNrCVqurW7egtOdudCrAQGMTIJ~OumzUK-lULS~jxqEd~bePlPY2K3EwUeTYROAaa-mf4FaNTIYL9YJHoZIlH7vNxB95B32HaM3x-TfLd~5B3r1g1nw6ENa2KEclHjcHTlDCPVstvm78pL6GHkJVsMeN1WOP1MZ6r-xfrFi6Nw__&Key-Pair-Id=KUT5TJCACFTXG","Dr. Schultz presented an overview of recent PSSA and MAP data and described how the district is aligning curriculum and interventions to improve K–8 achievement.

He said the presentation was pared down from a larger slide set to focus on “creating mental Velcro” so board members could follow cohort and grade-level trends in math and ELA. He noted that CKLA and Amplify recently were adopted in literacy and that “CKLA and Amplify are not a magic bullet, but they are a standards aligned system that we do think has a lot of vertical integration going from K to 8.”

Dr. Schultz explained that early grades typically show more immediate gains from a standards-aligned curriculum because kindergarten and first grade students receive the full vertical sequence; older students will take longer to show the benefit of new programs. He said math “builds” across grades and emphasized focusing instructional time on major works (power standards) in early grades so students develop number sense that will support later grade-level standards.

The district previewed use of MAP Growth and other diagnostic tools (DIBELS, MCAS) to form MTSS tiered intervention groups and to guide teacher teams in matching strategies to student needs. Dr. Schultz said the district will return to committees for deeper dives into math and MAP data and plans targeted professional development and coaching tied to curriculum pilots.

Board members asked about obstacles; Dr. Schultz identified misalignment between instructional model and current materials as a primary barrier for math. He said the district has “amazing teachers” and that when resources are better matched to the instructional model — for example moving from GoMath toward a math workshop resource aligned with CRA (concrete–representational–abstract) — the district expects progress.

Ending: Administrators said further, more detailed briefings will be scheduled with committee members and staff to show pilot results, professional-development timelines and proposed math materials before a formal recommendation to the board.","Octorara Area School District officials reviewed recent state test trends, early implementation of CKLA and Amplify literacy materials and plans for math adoption and MAP-based MTSS grouping to address gaps across elementary and middle grades.",{"_33":113,"_35":36,"_37":38,"_39":114,"_41":115,"_43":116,"_45":117,"_47":118,"_49":119,"_51":120,"_53":121,"_55":56,"_57":58,"_59":122,"_61":62,"_63":64,"_65":123,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6643111,"County intermediate unit warns federal grant cuts would reduce services for young children and special education students",844,813000,1657000,"/Search/View?dp=1&key=2532596-2408b27ea410e9c6945bc7f7c1e66646&start=813&end=1657","https://assets.pipeline.soar.com/2532596-2408b27ea410e9c6945bc7f7c1e66646/thumbnail_813000.jpg","/articles/6643111/Pennsylvania/County-intermediate-unit-warns-federal-grant-cuts-would-reduce-services-for-young-children-and-special-education-students","https://secure.pipeline.soar.com/6643111-0fd7fb98e78a7261286477289220c4ec/orig.mp4?Expires=1771200023&Signature=AbSwPXUYkrKljjl~p6L6y8iN326-vG~nuqpz3nRD-U9L0TOrzYX5Ik1uCyhYAv25mlUn4sckBazGmkGllMFdoEeKCV1pU4ThLxs8dmwsEKeePkjfxVZEBWkObByeEk27qZdyq0pBPgKSlr5JV9zFpLHS3OC9wwSI4aa2FgkL7YdPSsMDzx8D9ivZl38hg6rF06dC5jA~YSYYf1MM4Nmt9S-f0kTMSHOoR8pJz9RYDZdlusoigHlDl3yboLJEw77q1XAnKeQPRxHh1s0L8t-5sCnRqZ345DDVEBqnO0Ag3laQGS0IDP13NENbtOVufZdJKLyfEutoznd~sbxDK4JTMA__&Key-Pair-Id=KUT5TJCACFTXG","An intermediate unit representative told the Octorara Area School District board on March 10 that potential federal funding changes could cut services for young children and students with disabilities, with downstream budget impacts for local school districts.

The presenter said roughly $29 million currently flows through the intermediate unit via federally funded programs and that a pause or reduction of those funds “would mean a reduction in services for kids” because many programs are formula-driven. The presentation warned that if federal funds are converted to block grants or cut, districts could face increased local tax pressure if the state fills funding gaps.

The presenter walked the board through the intermediate unit’s four major budget areas. He said the core administrative budget is proposed at about $41.3 million with the district’s direct contribution estimated at roughly $14,000 next year (formula-based on enrollment). The occupational education budget, which supports three technical–career campuses across the county, was described as roughly $34.6 million — a 3.3% increase — with a half-time tuition rate projected at $11,188.

Marketplace services were presented as the largest area: the presenter estimated nearly $260 million in marketplace services next year across about 127 programs and said the average price increase across those services would be about 3.8%. Student services were described as the single largest component; the presenter said the intermediate unit served close to 20,000 students last year and that preschool special-education enrollment is at an all-time high, approaching 2,600 students countywide.

Presenters said capital needs are affecting budgets: transfer to a building-improvement fund and expanded debt service were tied to construction of two new campuses and draw on capital reserves. They identified health-care, pension obligations and salary increases as the top recurring cost pressures.

Board members asked for detail about enrollment and program capacity in the district; presenters replied that some programs are at capacity (for example, a child and career development center enrollment “is over 370 students”) and that expansion has led to space and resource pressures.

The presentation concluded with a reminder that the intermediate unit will continue monitoring federal and state funding decisions and work with Pennsylvania leadership; presenters said they would return with additional detail as budgets are finalized.

Ending: The intermediate unit presenters did not ask the Octorara board to take immediate action; instead they provided the budget preview and said they would follow up with specific recommendations once uncertainties (notably at the federal level) are clearer.","Presenters told the Octorara Area School District board that uncertainty about federal funding could reduce early-intervention, Head Start and other services that flow through the county intermediate unit, and outlined a proposed $364 million package of next-year programs and fees.","actionData","errors"]

Article not found

Board discusses accelerating realignment to move sixth grade into middle school; staff report logistics and support plans

Board debates whether to continue expanded summer literacy and math programs amid $500,000 cost and uncertain impact

External coaches present staff and stakeholder survey results; district to use scorecard to guide priorities

District presents PSSA trends, MAP-growth plans and curriculum changes as part of K–8 achievement strategy

County intermediate unit warns federal grant cuts would reduce services for young children and special education students